Children's Rights in Education: An Historical Perspective

Hart, Stuart N.; Pavlović, Zoran

doi:10.1080/02796015.1991.12085558

Cited by 38 publications

(10 citation statements)

References 13 publications

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“…By children's rights education, we refer to education and educational practices that are consistent with the United Nations Convention on the Rights of the Child (Howe, 2005a;Covell, 2007, 2009;Johnny, 2005;Krappmann, 2006). It is a form of education that takes seriously the view that children are rights-holders and citizens, that schools are democratic communities where children learn (or fail to learn) the values and practice of citizenship, and that educating children about their basic human rightsincluding their rights of participation -is a legal obligation of the Convention on the Rights of the Child (Decoene and de Cock, 1996;Hart and Pavlovic, 1991;Howe and Covell, 2007;Lundy, 2007;Starkey, 2002, 2006). To maintain consistency with the Convention, children's rights education is not simply added to a particular classroom or subject.…”

Section: What Is Children's Rights Education?mentioning

confidence: 99%

Implementing children’s human rights education in schools

2010

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Evaluations of a children's rights education initiative in schools in Hampshire, Englandconsistent with previous research findings -demonstrate the effectiveness of a framework of rights for school policy, practice, and teaching, for promoting rights-respecting attitudes and behaviors among children, and for improving the school ethos. The value of rightsconsistent schooling is seen not only in its contemporaneous benefits on children, but also in its capacity to have a long-term effect on the promotion and maintenance of a rightssupporting culture. To this end, we provide data on how Hampshire educators were able to successfully implement their program. We examine schools that were very successful in incorporating children's rights across the curriculum and throughout all school policies and practices, and compare their implementation efforts and experiences with schools that were less successful. By identifying the key variables that differentiate success, we aim to facilitate the implementation of rights-consistent schooling.

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Section: What Is Children's Rights Education?mentioning

confidence: 99%

Implementing children’s human rights education in schools

2010

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“…As described by Hart and Mcloughlin (2014) in their introduction to a series of articles published in several major school psychology journals on the occasion of the 25th anniversary of this achievement, this international commitment to children’s rights was historic and has had far ranging consequences. According to Hart and Pavlovic (1991), the Convention: 1) recognizes children to be persons; 2) emphasizes the dignity of all children and that children should be taken seriously; and 3) establishes expectations for mental health services and political functions. By stating that children are persons of unique value, the signees are charged to ensure that their nation’s children are protected and supported.…”

Section: Application Of Core Social Justice Principles To Practicementioning

confidence: 99%

The application of social justice principles to global school psychology practice

Shriberg

Clinton

2016

School Psychology International

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Inasmuch as school psychology practice is based on the goals of supporting the rights, access, and treatment of children as related to their education, social justice has the potential to be a moral framework for training, research, and practice in school psychology. Accordingly, this article seeks to achieve many objectives. First, a definition of social justice is provided. Second, a brief overview of school psychology research that overtly references social justice is offered. Third, essential precursors to action for individuals who seek to reflect social justice principles are highlighted. Fourth, key strategies for bringing social justice principles to practice are provided. Finally, this article closes with suggested next steps for further developing this framework globally.

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“…The English Bill of Rights (1689) and the United States Bill of Rights (1791) represent strong early explicit expressions of human rights—both gave primacy to protection from exploitation and abuse of power by government; for example, securing freedom of speech, privacy, independent judiciary, and freedom from cruel and unusual punishment. These successful national codifications of rights have been followed by further advances to assure entitlements and opportunities necessary for persons to live fully and to experience well-being or good quality of life (Hart & Pavlovic, 1991; Hart & Shriberg, 2014). Internationally, the broad support for the human rights of persons (emphasis on adults) was advanced particularly through the establishment of the Universal Declaration of Human Rights by the United Nations in 1948 (United Nations, 2012a).…”

Section: Historical Context For Children’s Rightsmentioning

confidence: 99%

“…Psychologists who practice in schools are the primary child development and learning experts in that environment. They are equipped and have responsibilities to assist the child directly and through other persons and mechanisms to effectively meet needs and develop in healthy and fulfilling ways (Hart & Pavlovic, 1991). The potential for synergy among child rights, education, and school psychology is powerful.…”

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confidence: 99%

Children’s rights and school psychology: Historical perspective and implications for the profession

Hart

2014

School Psychology International

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School psychology and children's rights have great potential, well beyond what has been realized, for advancing the best interests of children, their communities, and societies. A child rights approach infused into school psychology can significantly contribute to the fulfillment of this potential. To respect and illuminate these factors and possibilities, a brief history of children's rights is presented, its major components as embodied in the UN Convention on the Rights of the Child and their relevance for education and the school community are clarified, and the opportunities for school psychology to champion and deeply integrate children's rights in policy and practice are explored. Employing this base, a proposal is made for a new social contract between school psychology and those it serves which moves beyond reactive problem oriented interventions to give primacy to proactive promotion of the well-being and full holistic development of the child, employing a prospective human development models emphasizing progressive achievement of self-stewardship for all children.

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Children's Rights in Education: An Historical Perspective

Cited by 38 publications

References 13 publications

Implementing children’s human rights education in schools

Implementing children’s human rights education in schools

The application of social justice principles to global school psychology practice

Children’s rights and school psychology: Historical perspective and implications for the profession

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